Gathering Activity

1. Gathering Activity • Choose from one of these learning styles: 1. I learn best alone where I can read and work quietly. 2. I learn best in a group where I can share and discuss. 3. I learn best when I can relate to the subject visually. Using the assignment sheet you picked up when you entered, complete the activity.

2. West Morgan Middle School Differentiated Instruction In-service August 6, 2010

3. DI MYTHS • DI is tracking • DI is unfair • DI is the same as individualization • DI should be done everyday in every class.

4. Purpose • Purpose • Achieve a deeper understanding of DI • Experience DI-type activities • View actual teaching • Commit!

5. Bruce Sparkman, principal The RTI-DI Connection

6. Changing Paradigms…Shifting SandsBoth RTI & DI operate on the assumption of a new set of beliefs about teaching and learning. FROM (old) Students Viewed as Winners & Losers • Intelligence fixed • Curriculum expectations vary • Fixed groupings/tracking • Self-contained option • Academic focus only Learners as Empty Vessels • Teachers lecture • Isolated facts • Focus on rote learning Teacher as Expert • Focus solely on teaching • Minimal collaboration • Teacher “directs ” • Teacher-centered TO (New) All Students Can Succeed • Accommodations implemented • Rigorous curriculum for all • Flexible grouping • Fully inclusive • Focus on the “whole” child Active Learners • Students engaged • Connected, relevant learning • Emphasis on comprehension Teacher as Facilitator • Teaching & Learning both valued • Co-teaching model • Teacher “coaches” • Student-centered

7. Changing Paradigms…Shifting SandsContinued… FROM (old) Uniform Lessons • “One size fits all” • Singular teaching style • Rigid timelines • Whole class activities Summative Assessment • Rely on testing only • Data stored • Grading by teacher • Criteria vague Unilateral Decision Making • Parent/teacher conferences • Pull-out support services • Top-down structure WAIT TO FAIL TO (New) Lessons which Accommodate • Instruction differentiated • Multi-modal instruction • Varied pacing • Learning centers Formative Assessment • Multiple ongoing measures • Data utilized • Student self-evaluates • Use of rubrics Collaborative Partnerships • Parents as full partners • Push-in support services • Bottom-up model RESPONSE TO INTERVENTION

8. Mary Marquart, Presenter Classroom Practices Inventory

9. Bruce Sparkman, principal DI-What is it?

10. DI Definition-Yellow WHAT IT IS WHAT IT IS NOT • Proactive • Qualitative • Rooted in assessment • Student centered • Blend of whole, group and individual • A way of THINKING • NOT individualization • NOT chaotic • NOT tracking • NOT teaching to the lowest • NOT adding extra work for advanced • NOT a strategy

11. TAKE A BREAK!

12. Mary Marquart Components of DI

13. Components of DI-Green • While Reading, code the text: •  (Confirms what you thought) •  (Contradicts what you thought) •  (New to you) •  (Confusing) • TURN and TALK by sharing your observations

14. SHARE: Components of DI-Continued • Preparation • Assessment • Learning Profile • Interest Profile • Student Readiness • Classroom management

15. Ways of Differentiating Instruction • Content • Vary text and resource materials • Interest • Readiness • Learning profile • Process (how students process the information) • Match complexity of activity to student readiness • Give students choices based on their interest • Encourage students to make sense of an idea in a preferred way of learning (verbally, creatively, etc) • Product (help students rethink, use, and extend what they have learned over a long period of time)

16. Summary Components How TO • Preparation • Assessment • Learning Profile • Interest Profile • Student Readiness • Managing the Classroom • Differentiate Content • Differentiate Process • Differentiate Product

17. DVD Time! Use the NON-NEGOTIABLES Graphic Organizer

18. EXIT CARD • Please complete the EXIT CARD before leaving today